DISSERTATION
DEVELOPING THEME-BASED TASKS WITH TOPICS FAMILIARITY TO PROMOTE LEARNERS’ PRODUCTIVE LANGUAGE SKILLS AT JUNIOR SECONDARY EDUCATION
PENGEMBANGAN TUGAS PEMBELAJARAN BERBASIS TEMA DENGAN KEAKRABAN TOPIK UNTUK MENINGKATKAN KEMAMPUAN
BAHASA PRODUKTIF PEMBELAJAR BAHASA INGGRIS PADA PENDIDIKAN MENENGAH PERTAMA
KHADIJAH MAMING P0300316409
POSTGRADUATE SCHOOL HASANUDDIN UNIVERSITY
2021
ii
DEVELOPING THEME-BASED TASKS WITH TOPICS FAMILIARITY TO PROMOTE LEARNERS’ PRODUCTIVE LANGUAGE SKILLS AT JUNIOR SECONDARY EDUCATION
Dissertation
As One of the Requirements to Achieve a Degree of
Doctor
in
Linguistics Study
Written and Submitted by
KHADIJAH MAMING to
POSTGRADUATE SCHOOL HASANUDDIN UNIVERSITY
2021
iii
iv ACKNOWLEDGMENTS
Alhamdulillahi Rabbil Alamin, first of all, I would like to express my highest gratitude to Allah SWT, the only one substance that must be worshipped and obeyed in this world and in the hereafter, who has given me guidance, blessing, mercy, strength and perseverance to face the challenges in this long academic journey and to complete this dissertation as parts of the requirement in pursuing the doctoral program in Linguistics Study in Hasanuddin University of Makassar. Pray and Shalawat are due to the highly chosen prophet, Muhammad SAW, his families and followers till to the end of this world.
I realized that this dissertation would never been completed yet without the assistance of a great number of people. Therefore, I would so much like to express my deepest appreciate and thanks to those people who have involved in completing this dissertation, for their valuable suggestions, advices, supporting, guidance, and sacrifices.
My most profound and sincere appreciation addressed to the team of supervisors, namely; Prof. Dr. Noer Jihad Saleh, M.A. as the promotor, Prof. Dr. Abdul Hakim Yassi, Dipl.TESL, M.A. as the first co-promotor and Dra. Ria Rosdiana Jubhari, M.A., Ph.D. as the second co-promotor, who have given me innumerable suggestions, advices, ideas, corrections, and continuous guidances since the preliminary manuscript until the completion of this dissertation. They always guided me to the right direction, open the
v horizon of my thinking, lead me to be strong, and build up my motivation and spirit.
I was most indebted to the team of my examiners, namely; Prof. Dr.
Marthin Luther Manda, M.A., M.Phil., Dra. Nasmilah, M.Hum., Ph.D., Dr.
Abidin Pammu, Dipl. TESOL, M.A. as the internal examiners and Prof. Dr.
H. Baso Jabu, M.Hum. as the external examiner for their valuable times, challenging questions, constructive comments, contributive ideas and meaningful suggestions. They directed my dissertation to be better and shared their knowledge related to the good ways in writing this dissertation.
My very greatest thanks also are expected to the Rector of Hasanuddin University, Prof. Dr. Akin Duli, M.A. as the Dean of Faculty of Cultural Sciences of UNHAS and the all staffs, The Director and Vice Director of Postgraduate School of UNHAS, Dr. Ikhwan M Said, M.Hum. as The Head of Doctoral Study Program of Linguistics Study of UNHAS in the period 2016-2020 and Prof. Dr. Lukman MS as the present head of Doctoral Study Program for the assistances during my study. They have assisted my academic activities and all about the administrative terms during my study journey in Hasanuddin University for more than three years and a half. I gratefully thank to Endowment Fund for Indonesia (LPDP Indonesia) for providing me scholarship of Beasiswa Unggulan Dosen Indonesia Dalam Negeri (BUDI-DN). LPDP or called as Lembaga Pengelola Dana Pendidikan assisted me in giving financial support and sponsoring me in presenting two parts of my dissertation in the two international conferences held in Macau, SAR China, 2018 and Singaraja, Bali, 2019.
vi I also express my high appreciation to Prof. Dr. H. Muhammad Siri Dangnga, MS. as Rector of UM Parepare in the 2016-2020 period, Dr. H.
M. Nasir S, M.Pd. as Rector of UM Parepare in the 2020-2024 period, Patahuddin, S.Pd., M.Pd. as Dean of Faculty of Teacher Training and Education and the all staffs, as well as Nasrullah, S.Pd. M.Pd. as the Head of English Education Study Program for their fabulous supports during my study. I address my deep gratitude to all my professional colleagues at English Education Study Program namely; Prof. Dr. Drs. Amaluddin, M.Hum, Dr. Rafi’ah Nur, M.Hum. and Dr. Ammang Latifa, M.Hum. Also, to my other colleagues; Dr. Siti Hajar Larekeng, M.Hum., Dr. Hj. Salasiah, M.Ed., Badaruddin, S.Pd., M.Pd., Syawal, S.Pd., M.Pd., Ika Yanti Ziska, S.Pd., M.Pd., Ali Wira Rahman, S.Pd., M.Pd., Khairunnisa Hatta, S.Pd., S.Pd.I., M.Pd, Sianna, S.Pd., M.Pd. and Sudarmanto, S.Pd, M.Pd for their wonderful supports and encouragements. They have become my family in running this life.
My greatest thanks also go to the Headmasters of secondary school in Parepare, namely; H. Makmur, S.Pd., MM., Dra. Hj. Sri Enyludfiyah, M.Pd., Jalaluddin, S.Pd. in giving me warm welcome, opportunity, permission to conduct my research in their schools. Similarly, I thank to the English teachers such as Irwan A, S.Pd., Hj. Hartati, S.Pd., Asni, S.Pd., Hj. Andi Urfiyani, S.Pd., Nurbaiti, S.Pd., Rabiah, S.Pd., M.Pd, Masitha Basri, S.Pd., M.Pd., Harliman DS, S.Pd., Sri Andriyana Adnang.
S.Pd., M.Pd., and Hasanuddin, S.Pd., M.Pd. for providing their valuable time to fill the questionnaire of my research and to be interviewed, for their great help, information, and communication. My special thanks also go to
vii the all students of secondary schools of Parepare for very nice moments with them and their unforgettable participations who had been actively participated to be subjects of my research. I also did not forget to devote my big thank to my friend ‘Irmayanti’ who is like my sister and spent a lot of her time to help me during the data collection and data analysis of my research.
I expressed my deepest gratitude to my beloved parents, Drs.
Maming, S.Sos.I., MM. (The late) and Sehang who have given love, motivation, and moral support in all condition and always pray to the God all time for the success of my study. Also, the thanks are for my lovely older brother, Haris Munandar. M, S.Kel, my younger brother, M. Hidayat Masbar, MS, S.Kom. and my sister in law, Syamsinar Syam and Hj. Fitriani Rasyid, S.STP for their supports. Through this page, I would like to propose my deepest feeling to my beloved husband and my lovely daughter, Wahyu Arifin, S.Kom. and Nahlah Nur Izzah Wahyu for their genuine love, understanding, care, strength and prayers in finishing this study. They are always being spirit and motivation in my life. Moreover, I would like to dedicate my thanks to all families who always pray for the success of my study whose names cannot be mentioned one by one but always exist in my heart.
I do not forget to convey many thanks and big appreciation to classmates of doctoral class of linguistics study 2016, namely; Dr. Hj.
Fatimah, M.Hum., Resnita Dewi, Yusmah, Reski Amalia Wahyuni Mustakim, Sumarlin Rengko HR, Dr. Radiah Hamid, M.Pd., Aslan Abidin, Riola Haya Nur, Nadir La Djamudi, Dr. Arham, M.Hum., Muhammad Nurahmad, Dr. Mahfuddin. M.Hum., and Dirk Rukka Sandarupa for their
viii helps, friendship, brotherhood, togetherness and who had given me many sweet remembrances during my study at UNHAS.
Finally, I devote my thanks and apologizes for all people whose names could not be mentioned here, for their help, services, ideas, suggestions, advices and prayers in completing this academic journey, that have not been possible for her to acknowledge all properly. I realized his research is still far from perfection, it is only a small piece of information to the elaboration of content-based instruction approach in ELT for EFL learners and had not answered totally several questions surrounding the issues of English language teaching. Hence, I really invite any readers or researchers whose interest are within this topic to contribute ideas, suggestion and maybe further discussion that can provide use the whole comprehension of CBI approach. May the almighty ALLAH SWT be always with us. Amin.
Makassar, January 12, 2021 KHADIJAH MAMING
Researcher
ix
x ABSTRACT
KHADIJAH MAMING. Developing Theme-Based Tasks with Topics Familiarity to Promote Learners’ Productive Language Skills at Junior Secondary Education (Supervised by Noer Jihad Saleh, Abdul Hakim Yassi and Ria Rosdiana Jubhari).
This research aims to study the theory of content-based instruction approach by developing theme-based tasks with topics familiarity as an English instructional activity. This study focused on four objectives of research namely investigating the instructional components involved in theme-based tasks with topics familiarity for teaching and learning process of productive language skills at junior secondary education, investigating appropriate model of theme-based tasks with topics familiarity, investigating the effect of theme-based tasks with topics familiarity tasks in promoting the learners’ productive language skills and knowing the teachers and learners perceptions of theme-based tasks with topics familiarity.
This type of research was descriptive study with research and development (R and D) design by a combined design qualitative and quantitative methods. This research was conducted in junior secondary schools in Parepare. There were ten English teachers and eighty-six students participated as subjects of this research. The ten English teachers were chosen from different schools as well as the students. The steps of collecting data in this research were conducted by analyzing, designing, developing, implementing and evaluating. It used guided question for interview, questionnaire, speaking and writing tests, and observation sheet as research instruments. The research data were analyzed quantitatively and qualitatively.
The results of this study indicate that first, there are ten instructional components that are important aspects in designing theme-based tasks with topics familiarity namely learning objective, learning material, learning activity, class organization, delivery mode, skill focus, use of media, learning resource, students’ worksheet and evaluation. Second, the appropriate model of theme-based tasks to promote productive language skills includes learning stages, learning activities and learning orientation.
Third, the implementation of theme-based tasks can promote the learners’
productive language skills. This is indicated by the students’ achievement and the comparison of pretest and posttest show significant progress and improvement. Fourth, the teachers provide their positive perceptions of theme-based tasks, strengthen cooperative learning, empower student- centered classroom activities and create experiential learning. Then, the students perceive interested in learning English through theme-based tasks with topics familiarity because it assists them to acquire meaningful learning experiences, increases their passion to practice their English abilities orally and written form.
Keywords: Theme-Based Tasks, Topics Familiarity, Productive Language Skills, Improvement
xi
xii TABLE OF CONTENTS
PAGE
COVER ……….. .……. i
COVER ……… …….. ii
APPROVAL FORM ………. …….. iii
ACKNOWLEDGEMENTS ……… ..…… iv
DECLARATION ……….. …….. ix
ABSTRACT ……….. …….. x
ABSTRAK ……….. …….. xi
TABLE OF CONTENTS ……….. …….. xii
LIST OF TABLES ……… …….. xv
LIST OF FIGURES ……..………. xvii
LISTE OF CHARTS …….……… xviii
LIST OF APPENDICES …..……….. xix
LIST OF ABBREVIATION ……….. xxi
CHAPTER I INTRODUCTION ...……… 1
A. Background …………... 1
B. Problem Statement ……….. 14
C. Research Question ………..……… 17
D. Objective of the Research ……... 18
E. Significance of the Research ……... 18
F. Scope of the Research ……... 20
CHAPTER II REVIEW OF RELATED LITERATURE ... ...……… 23
A. Some Previous Related Findings ….………... 23
1. Studies of Content-Based Instruction in Terms of Instructional Materials as the Input of Teaching Process ………..………..……….……. 23
2. Studies of Content-Based Instruction in Terms of Language Skills, Sub Skills and Cognitive Development as the Output of Instructional Process ………..……… 30
3. Studies of Content-Based Instruction in Terms of Theoretical Aspects as Literary Work ………..………. 39
xiii 4. Studies of Content-Based Instruction in the Terms of Affective
Development as the Output of Instructional Process.
………..………. 44
B. Some Pertinent Ideas ……… 51
1. Second Language Acquisition (SLA) ……….. 51
2. Communicative Language Teaching (CLT) ……… 55
3. Content-Based Instruction (CBI) ……….. 59
a. Definition of Content-Based Instruction ..……… 59
b. CBI Curriculum ……….. 64
c. Models of Content-Based Instruction ……..……….. 67
d. Content-Based Instruction in Language Teaching ……… 70
e. Incorporation of Project Work into Content-Based Instruction Classroom ……….……..……… 73
f. Content-Based Instruction Evaluation ……… 74
4. Topics Familiarity ……….. 75
5. The Rationale for Instructional Design ……… 76
a. Definition of Instructional System ……… 77
b. Instructional System Development ………. 78
c. Lesson Planning ……… 80
d. Learning Activity in the Curriculum Process ……….. 82
6. Learner-Centered Communicative EFL Instruction ……….. 84
7. Productive Skills ………. 87
a. Speaking Skill ………. 88
b. Writing Skill ………. 94
8. Team-Based Learning ……….. 101
9. Tasks ……… 106
C. Conceptual Framework ………. 111
CHAPTER III RESEARCH METHODOLOGY ……… 115
A. Research Design ……… 115
B. Operational Definition of Variable ………. 121
C. Setting and Subject of the Research ……….. 123
D. Research Instrument ………. 126
E. Procedure of Collecting Data ……… 127
F. Technique of Data Analysis ……….…………. 128
CHAPTER IV FINDINGS AND DISCUSSION ……….. 140
A. Findings ……….. 140
B. Discussion ……….. 201
1. The Instructional Components Involved in CBI Tasks for Teaching and Learning Process of Productive Skills at Secondary Education in Parepare ………....……….. 201
2. The Appropriate Model of CBI Tasks for Promoting Learners’ Productive Skills at Secondary Education in Parepare ………….. 221
3. The Effect of CBI Tasks to Promote the Learners’ Productive Skills at Secondary Education in Parepare ……….. 231
xiv 4. The Teachers’ and Learners’ Perception toward CBI Tasks at
Secondary Education in Parepare ………. 248
5. The Development of CBI Tasks into Activity-Based Language Instruction to Promote Learners’ Productive Skills as the Novelty of Study ………..……….. 252
CHAPTER V CONCLUSION AND SUGGESTION ……….. 260
A. Conclusion ………. 260
B. Suggestion ………. 262
1. Implication of the Research ………. 262
2. Contribution to the Knowledge ……… 263
3. Limitation of the Research ……… 263
4. Suggestion ………. 264
REFERENCES ……….. 267
LIST OF APPENDICES ……….. 286
CURRICULUM VITAE ………. 391
xv LIST OF TABLES
PAGE
Table 2.1. The Scoring System for Students’ Essay ... 48
Table 2.2. Stages in Designing Instructional Systems ……….. 78
Table 3.1. Likert Scale ……… 130
Table 3.2. The Range Category ……… 130
Table 3.3. The Range Category ……….. 131
Table 3.4. The Range Category ……….. 132
Table 3.5. Likert Scale ……… 132
Table 3.6. The Range Category ……… 133
Table 3.7. The Scoring Profile for Students’ Essay ……….. 133
Table 3.8. The Percentage’s Score of Students Writing Skill ……… 136
Table 3.9. Rating Scale of Speaking Skill ……… 136
Table 3.10. Speaking Marking Scheme ………. 138
Table 3.11. The Level of Achievement ……….. 139
Table 4.1. The Percentage of the Teachers’ Voices on the Students’ Performance in Language Skill ……….. 143
Table 4.2. The Percentage of the Teacher’s Voice on the Frequency of Activity Performed ……..……… 148
Table 4.3. The Highlight of Teachers’ Thoughts on Design of an Instructional Process ……… 164
Table 4.4. The Mean Score of Students’ Pretest and Posttest in Speaking Skil ……….. 184
Table 4.5. The Mean Score of Students’ Pretest and Posttest in Writing Skill ……….. 184
Table 4.6. The t-Test of Student Achievement on Speaking Skill ………… 187
Table 4.7. The t-Test of Student Achievement on Writing Skill ……… 187
Table 4.8. The Mean Score of Teachers’ Perception ……… 192
Table 4.9. Analysis Result of Teachers’ Perception on Each Statement Item ………. 192
xvi Table 4.10. The Mean Score of Students’ Perception ……….. 197 Table 4.11. Analysis Result of Students’ Perception on Each Statement
Item ………. 197
xvii LIST OF FIGURES
PAGE Figure 2.1. How Output Contributes to Language Acquisition
Indirectly... ………. 52
Figure 2.2. Diagrammatic Representation of the Task ……… 109
Figure 2.3. Conceptual Framework ……… 111
Figure 3.1. The ADDIE Concept (Branch, 2010) ……… 117
Figure 3.2. The Steps of ADDIE Model on Theme-Based Tasks with Topics Familiarity for Language Productive Skills Instructional Process ……….. 119
Figure 4.1. Model of Theme-Based Tasks with Topics Familiarity ……… 174
xviii LIST OF CHARTS
PAGE Chart 4.1. The Time Span of Teaching English ……… 142 Chart 4.2 The Teachers’ Voices on Applied Teaching Approach ……….. 144 Chart 4.3. The Teachers’ Voices on Source of Instructional Material…….. 145 Chart 4.4. The teachers’ Voices Toward Integration of Speaking and
Writing Activities ……… 146 Chart 4.5. The Teachers’ Voices on Association Content of Material with
English Language Taught ……….. 147 Chart 4.6. The Teacher’s Perception on Required Qualities of Teachers to
Succeed CBI Approach ……….. 152
Chart 4.7. The Teacher’s Perception on Preliminary Insight Toward CBI
Approach ……… 155
Chart 4.8. The Students’ Voices on Contents of Productive Skills Tasks ... 157 Chart 4.9. Scope of Productive Skills Themes ……….. 158 Chart 4.10. Learning Delivery Modes ………. 159 Chart 4.11. The Percentage of Students’ Pretest Score in Speaking Skill … 178 Chart 4.12. The Percentage of Students’ Pretest Score in Speaking Skill … 179 Chart 4.13. The Percentage of Students’ Posttest Score in Writing Skill ….. 181 Chart 4.14. The Percentage of Students’ Posttest Score in Writing Skill ….. 182 Chart 4.15. The Students’ Mean Score Progress on Speaking and Writing
Skill ……… 185
Chart 4.16. The Observation Checklist Result on Students’ Learning
Activities ……… 190
Chart 4.17. Teachers’ Perceptions on the Implementation of Theme-Based
Tasks ……….. 191
Chart 4.18. Students’ Perception on the Implementation of Theme-Based
Tasks ………..…… 196
Chart 4.19. Percentage of Students’ Perceptions on Questionnaire Items
Toward Tasks Implementation …..……… 200
xix LIST OF APPENDICES
Appendix 1. Questionnaire for Junior Secondary Education Teachers 287 Appendix 2. Questionnaire for Junior Secondary Education Students 295 Appendix 3. Interview Guide for Junior Secondary Education Teachers 296 Appendix 4. Pretest for Junior Secondary Education Students 297 Appendix 5. Posttest for Junior Secondary Education Students 298 Appendix 6. Observation Sheet for Students’ Learning Activities 299 Appendix 7. Questionnaire for Junior Secondary Education Teachers
(Evaluation Phase) 301
Appendix 8. Questionnaire for Junior Secondary Education Students
(Evaluation Phase) 304
Appendix 9. Learning Materials 306
Appendix 10. The Mean Score of Pretest and Posttest on Speaking Skill 312 Appendix 11. The Mean Score of Pretest and Posttest on Writing Skill 314 Appendix 12. The Questionnaire Tabulation of Students’ Perception (The
Implementation of Theme-Based Tasks with Topics
Familiarity) 316
Appendix 13. The Tabulation of Observation Checklist Result 319 Appendix 14. The Questionnaire Tabulation of Teachers’ Perception on
Required Qualities of Teachers to Succeed CBI Approach 320 Appendix 15. The Questionnaire Tabulation of Teachers’ Perception on
Preliminary Insight Toward CBI Approach 321 Appendix 16. The Questionnaire Tabulation of Teachers’ Perception (The
Implementation of Theme-Based Tasks with Topics
familiarity) 322
Appendix 17. The Mean of Definition and T-Test Value on Speaking Skill 323 Appendix 18. The Mean of Definition and T-Test Value on Writing Skill 324 Appendix 19. Critical Value of Students’ Distribution 325 Appendix 20. Lesson Plan of Theme-Based Tasks with Topics Familiarity 326 Appendix 21. Worksheet of Theme-Based Tasks with Topics Familiarity 329
xx Appendix 22. Surat Pernyataan (Kesediaan Mengisi Angket) 377
Appendix 23. Surat Izin Penelitian 378
Appendix 24. Surat Keterangan Telah Melakukan Penelitian 381 Appendix 25. Cover Page of Research’s Product (Workbook of Theme-
Based Tasks with Topics Familiarity) 384
Appendix 26. Photos of Research 386
xxi LIST OF ABBREVIATION
ADDIE Analysis, Design, Development, Implementation, Evaluation CBI Content-Based Instruction
CBLT Content-Based Language Teaching CLT Communicative Language Teaching EAP English for Academic Purposes EFL English as a Foreign Language EMI English Medium Instruction ESL English as a Second Language ESP English for Specific Purposes CBEC Content Based ESL Curriculum
GLOBE Global Learning and Observations to Benefit the Environment
ISD Instructional Systems Design
L1 First Language
L2 Second Language
MGMP Musyawarah Guru Mata Pelajaran R and D Research and Development SLA Second Language Acquisition
TBL Team-Based Learning
TBLL Task-Based Language Learning (TBLL) TBLT Task-Based Language Teaching
TBT Theme-Based Tasks
1 CHAPTER I
INTRODUCTION
This chapter deals with sections, they are; background, research question, objective of the research, significance of the research, and scope of the research. The explanation of each section is described in detail in the following sections.
A. Background
Instructional approaches are essential tools for learning process. This statement means that instruction is fundamental for education including a transfer of learning from teachers to students in which the teachers give direction and the students receive instruction to do learning activities. Academic community must confirm that instructional approaches involve learning models present their purpose of establishing effective teaching-learning process. Instructional model is one of the main means in the process of language teaching instruction. Instruction includes the activities of educating or instructing activities that deliver knowledge and skill. It becomes a main means of learning experience for students covering knowledge, skill, behavior, attitude and norm (Dewey, 1997).
Basically, instruction explores the process of teaching and learning (Sugandi, 2004). Teaching means giving lessons related to a particular subject to a learners group and learning means gaining knowledge by studying, being taught, being educated and experiencing The existence of the instructional model in teaching process determines the quality of teaching and learning process. The instruction is recognized as a process of involving teachers, students, all components such as goals, materials, methods, tasks and assessment tools. So that, instructional process can be meant as an interconnected system between its components in achieving the appointed goals of learning.
2 Through instructional model applied by the teachers, the students can acquire English abilities, not only to communicate, but also used as a tool to comprehend the subject matter in school and college. Therefore, the instructional models need to be presented to the students in a valuable activity and task that help learning process in classroom. Besides, it can facilitate the teachers to meet the students’ needs in learning activity. It also improves the teacher’s performance as the instructor in the classroom. Therefore, in teaching the students how to comprehend the content of materials fully, the students should be facilitated with good instructional model that assist them having broad meaning comprehension, a much wider knowledge, valuable study and thinking skills, enhancing students’
critical thinking ability and promote the students’ motivation and interest.
Explicitly, Akdeniz (2016) states instruction is a product of teaching and learning. It is defined as the whole process applied for learning to appear and for development of the target behavior that learners are expected to have. It has purposeful organization of experiences to assist students achieve intended change in their performance of learning. Instruction is also known as an action taken by teachers to create a stimulating learning environment for the aim of providing guidance along with the necessary instructional tools and carrying out activities that facilitated learning and help develop the progress of students’ proficiency and achievement. This concept of instruction brings the researcher argues that instruction is a combination of teaching and learning activities include facilitating the learning process and guiding the students.
Additionally, the term of instruction is redefined by Abidin (2014) as a learning process built up by the teacher to improve the creativity of thinking which it can improve the students’ competence in constructing new knowledge as effort to master the subject matter and promote the language skills. He states that an instruction consists of a set of learning activities conducted by students to achieve learning
3 result under supervision, guidance and motivation of teacher.
Therefore, instructional process must be performed practically that shows the students’ activities in classroom. An instructional activity should be orientated to supply the students with language skills and subject matter content knowledge. To gain the orientations, thus the teacher holds important role of creating effective instructional process.
Similarly, Hosnan (2014) gives a view of instruction that orientates to empower all potencies possessed by students in order to have expected competence through efforts in building up and developing attitude, knowledge and skill. Other qualities that should be increased by curriculum and must be implementated in instructional process such students’ creativity, autonomy, cooperative, solidarity and performance for creating good character. In achieveing the good quality of instructional process, it needs main principles such learning is centred on students, develop the students’ creativity, creating comfortable and challenging learning environment, containing the value, ethic, logic and esthetic, providing various learning experience through application of some contextual, efective, eficient and meaningful learning strategies and methods. From this point of view, instruction process requires to organize the learning activities into good and systematic sequence. Therefore, the teachers are highly expected to create and facilitate the students with innovative learning which encourage the students to play roles actively in classroom.
Consequently, Gagne and Briggs (2002) stated that instruction is a human effort whose purpose is to help people learn.
While learning may happen without any instruction, the effects of instruction on learning are often beneficial and usually easy to observe. When instruction is designed to accomplish a particular goal of learning, it may or may not be successful. Therefore, the instructional design can be the sense of aiding learning. Moreover, instruction is a set of events which affect learners in such a way that learning is facilitated. In this case, the teacher plays an essential role in the arrangements of any these events. The learning and teaching
4 process as one form of instruction. In order to be effective, it must be planned. This means that a teacher must design the instructional steps in a systemic way.
The purpose of designed instruction is to activate and support the learning of the individual student. The learning aids should bring all individuals closer to the goals of optimal use of their talents, enjoyment of life, and adjustment to the physical and social environment.
Renandya (2017) argued that a teacher is expected to use a variety of teaching methods, customized to the individual needs of the students will be more successful in engaging them towards achieving the L2 learning targets. He enriched his statement about instructional skills that teaching is more than just making decisions about which specific teaching methods to adopt. It is a complex process that involves making decisions about what we want to teach, how we want to teach it, and how we know that we have been successful in teaching it. As effective teachers are very skillful in formulating the objective of the course, designing learning activities and evaluating the students by using an appropriate instrument.
Seeing the reality in the outside, there are limited number of development studies for extending the instructional activity model in term of learning tasks at secondary education. It seems caused by a factor of the lack of interest to focus on developing and designing learning activities for learning atmosphere at secondary education.
There are several studies have been read by researcher related to development of the learning materials and learning methods for tertiary level however, she found still very limited quantity for designing instructional activity model for secondary education. Otherwise, there are large quantities of studies focusing on testing theory not developing theory or modifying theory. It indicates the studies are less touching development research method. Furthermore, indeed, it is an undeniable fact that teaching and learning English in EFL contexts such in this particularly context are uneasy tasks for both teachers and learners since English subject is provided parallel with content subject
5 that use English as a medium of instruction. It causes an urgent demand of high level of English proficiency applying in this study.
Therefore, not only communicative skills are requested, but also English academic skills are required.
Moreover, the teachers did not try to create and develop content-based instruction as teaching and learning tasks to increase the students’ language skills and material content comprehension.
11Basically, the problems in learning and teaching English as a foreign language is closely related to teachers and students. In this case, the problems of learning process are influenced by the methods applied by teachers in teaching (Amrullah, 2018). In the process of English teaching and learning at secondary levels in term of junior high schools in Parepare, English teachers mainly implement the traditional teacher-centered approach. it means that the teachers monopolize the teaching and learning process. It makes the students become passive in class atmosphere and they receive limited input to the instructional process. As a result, a teaching approach integrating both content and language teaching and learning as CBI approach was selected to improve the students’ integrated skills in secondary education context.
It is claimed that a second or foreign language is learned most effectively when used as the medium to convey informational content of interest and relevance to the learner (Brinton, Snow, and Wesche, 1989).
Responding to the condition, this research is going to develop the three CBI approach models pioneered by Brinton, Snow, and Wesche (1989) namely Theme-Based Language Instruction, Sheltered Content Instruction and Adjunct Language Instruction by extending into four teaching and learning models. The urgency of conducting this study is based on review results on the limitations of the three models of CBI. In this case, there should be features added in the three models of CBI. The researcher is highly motivated to investigate what CBI model is appropriate to be applied at secondary school context for maximizing the students’ academic and language skills. The
6 researcher found the sheltered and adjunct CBI models generally occur in English L1 contexts. The goal of teachers using sheltered and adjunct of CBI is to enable their ESL/EFL students to study the similar content material as regular English L1 students. Sheltered CBI separates between native-speaking students and non-native speaking students. This model is not general for all contexts. It is just very appropriate implemented in the certain countries use English as first language or mother tongue. In other words, implementation of this sheltered model is not appropriate for school context such as secondary education in Indonesian contexts because the use of English as a foreign language. In other words, it does not provide native speaking.
Then, the adjunct model limits its use on ESP classes than non ESP classes where emphasis is placed on acquiring specific target vocabulary. It has typically been employed at the university level. On the other hand, it is less acceptable particularly at secondary education context with a reason of the students are required to enroll in two subjects namely content subject and language subject. Hence, CBI models should be modified then can be applied generally in all contexts of education level. As well as on theme-based language instruction has a weakness on teacher aspect. The English teachers are highly expected to have broad knowledge, high creativity, and capable to organize and extract materials. However, not all English teachers can reach the characteristics. Therefore, to support particularly the theme-based model, the researcher is encouraged to modify into activity-based language model to collaborate theme-based and activity based model. By a development of CBI models, the teachers are guided to organize the English language learning activities and tasks by utilizing selected topics that provide academic content for students.
The researcher concentrated on collaborating theme-based tasks with topics familiarity. This study used topics familiarity in designing classroom activities because they considered as one kind of
7 topics that are very relevant with their experience and personal life as well as suitable with the level of knowledge of this study’s’ subjects.
Besides, the topics familiarity regarded as interesting learning materials because help the students to develop their thoughts both in written and oral production as well as triggering the establishment of students’ background knowledge, new knowledge and comprehension. These positive impacts have been proved by Shi (2012) in a research conducted in an EFL classroom. Salimi and Fatollahnejad (2012) added that topics familiarity also help the teachers to guide the learners develop their pre-writing skills. Through topics familiarity integrated into the theme-based task helped the learners to guide their prior knowledge in building up new knowledge so that make them to be easier in speaking and writing English.
Therefore, the students that are more familiar with the topics are being learned accomplish tasks more efficiently as has been revealed by Hu, Lu and Joo (2013).
Academic skills are essential tools for Junior High students, which supported to use English as a medium of instruction. Effective participation in academic text comprehension and writing assignment depend on abilities to read, interpret ad critically evaluate texts (Suwannoppharat and Kaewsa, 2015). Integrated language skills and academic skills are aimed to obtain knowledge and collecting information for learning English as a foreign language (EFL) both for education and professional development.
In language teaching nowadays, several instructional methods have been developed by some experts and researchers, for example language teaching that uses communicative approach. The practice of communicative approach can assist the learning process meaningful, useful and focused on student-centered classroom (Berlin, 2005). If compared the language teaching in the 20thcentury, in the year 2000 has been implemented comprehension-based approach that one of its orientation is CBI. In recent years, content-based instruction has become increasingly popular as a means of developing
8 the linguistic ability, cognitive aspect, comprehensible and accessible content. CBI is one of the content-language integrated approaches used to teach both content and language. It is as an effective approach to teach secondary education students because the students can develop their language skills as well as gain access to new concepts through meaningful content by the implementation of CBI. Besides, it is one effective way to motivate the students to learn English with rich content.
One of the government efforts to provide qualified human resource in facing globalization era is by applying the best instructional model in which integrating the content and language. In its operation, there are some problems faced, one of them is the lack of the students’ competence in comprehending learning materials that taught in English. The lack of students’ competences causes low achievement results and the students’ communication ability orally in English. The recent studies reported that right now, there are still many teachers were not successful become role model as user of English well. The causes are the school and teachers have not conducted a learning approach that integrates between learning language is material and use of English. One of ways of integrating between learning material and introductory language is CBI. In other words, it is one of ways of helping them to improve the students’
competence in understanding and comprehending the taught materials in English is by implementing CBI.
Content-based instruction is accepted as one of the most representative contributions to contemporary second/foreign language pedagogy, and has been widely used in an extensive number of educational settings all over the world in a variety of models (Chu, 2015). In the broad sense, CBI is part of what has been termed a “new paradigm” in language education. This new paradigm centers on the concepts of fostering our students “communicative competence” in the foreign language, this is the ability to communicate with native speakers in real-life situation, authentic interpersonal communication
9 that cannot be separated from the cultural, paralinguistic, and non- verbal aspects of language (Spolsky, 1978 in Stryker and Leaver, 1997). This concept is especially relevant to CBI, in order to prepare our students to live and work in a new culture, we must create a direct link between the classroom and the culture being studied.
The theoretical assumption of CBI reaches support from second language acquisition (SLA) theory by Krashen (1982). The hypothesis that language is the best acquired incidentally through exposure to extensive and meaningful input forms the basis for the application of CBI. The students are given many opportunities to process comprehensible input and practice in CBI classes. It is very important in second language acquisition to prepare the students with the opportunities of interaction with teachers and classmates as well as the strategies in executing the stages to improve the input and practice (Lantolf, 2000). In this case, it is necessary for language acquisition is input must be interesting and comprehensible (Krashen, 2013). Then, Krashen (2013) continues his ideas that classroom hour is encouraged to fill with aural comprehensible input. Teachers help make input comprehensible input in several ways. For example, the teachers help make the instruction and guide become comprehensible for students.
Moreover, in the earlier section on instructional modes, environmental factors can greatly the extent to which students learn, based on the psychological and social effects that result. The discussion of psychosocial factors finds its culmination in the explanation of Schumann, Crowell, et al (2004). Although much broader a discussion than shall be dealt with here, the core issue is that of distance, presuming that the greater the distance, the less acquisition take place. Psychosocial factors include language dominance/subordination, gender role relations, learning strategies (including grouping preferences), and perceived proximity between languages (Berlin, 2005). Consequently, in empowering the students’
psychosocial aspect in learning activity, the learning atmosphere has
10 to be supported by appropriate instructional model. That way, the students are supposed to explore interesting content and are engaged in appropriate language-dependent activities. So that, the complex information about the subject matter is delivered through real life context for the students.
The students are assumed must be active and having good social roles in learning process. They have to be involved on interactive learning. In other words, the students learn through doing and are actively engaged in the learning process. They do not depend on the teacher to direct all learning or to be the source of all information. In brief, learning occurs not only through exposure to the teacher’s input, but also through peer input and interactions.
Regarding with these explanations, the teacher or lecturer are expected to implement an effective teaching that involves effective language instruction, such as; pedagogical, environmental, psychology and societal factors (Berlin, 2005).
Content-based language instruction is regarded as one of the most popular methods. This teaching method can simultaneously help learners use the foreign language to express their thoughts in different situations, and further use it as a tool to comprehend the subject matter in school and enhance the students’ critical thinking ability (Shang, 2006). CBI is one of the language education approaches that counters the approaches that are rooted in behavioral precepts and bases itself into the principles of Communicative Language Teaching (CLT). CBI is a curricular approach in second and/or foreign language (L2/FL) education that advocates for negotiation of meaning through a target language (TL) communication and dialogue in class. CBI is designed to provide second-language learners instruction in content and language. It supports contextualized learning; Learners are taught useful language that is embedded within relevant discourse contexts rather than as isolated language fragments and make a greater connection with the language and what they already know (Channa and Soomro, 2015).
11 Grabe and Stoller (1997) stated content-based instruction is a powerful innovation in language teaching across a wide range of instructional contexts. The instructional should be designed into informative activities that support success and assist the students learn complex skills. The activities underlying content-based instruction approach. They pointed out several strong rationales of CBI such in content-based classrooms, the students are exposed to a considerable amount of language while learning content; teachers and students explore interesting content while students are engaged in appropriate language-dependent activities; students have many opportunities to use language and discuss the content; CBI can develop the content knowledge, motivation and interest; CBI supports cooperative learning and project-based learning; and CBI involves the students’ activeness in topic and activity learning selection. These rationales of CBI require for structuring the content, language, and strategy instruction and learning into meaningful and powerful language and content learning classroom environment.
Larsen-Freeman (2000) underlies the experience of applying CBI by listing observations and principles used in CBI. She has observed a class was studying geography. She noted several principles of CBI on its learning process. Some of them are the subject matter content is used for language teaching purposes, teaching process should build the students’ previous experience, language is learned most effectively when it is used as a medium to convey informational content of interest to the students, vocabulary is easier to acquire when there are contextual clues to help obtain meaning and communicative competence can be constructed through the activities of reading, discussion, writing about content of subject matter. From this observation, can be meant that CBI activates of teacher’s roles in giving instruction to the students to do learning activities related to the materials and also activate the students’ roles in engaging with materials.
12 Based on the objective of the teaching of English in Indonesia is mainly to enable the students to use English for communication both taught oral and written. This statement is mentioned in the rule of educational system. Furthermore, the Ministry of Education (2006) reinforces specifically that the standard of aim of teaching speaking and writing is to train the students to be able to express their thoughts meaningfully in real life both of oral and written form. It supports the increasing of globalization, content based instruction becomes central organizing principles in curriculum development, pedagogy and assessment. The English teachers are increasingly required to become people who understand the content when teaching language through content. Besides, they are expected to deliver their courses in English, potentially posing challenges to both their language level and their pedagogical tool. Consequently, the students at Secondary education are expected to have a good capability in language skills, the students also are expected to master the content of subject matter.
Nadera (2015) expressed that teaching and learning English as a second or foreign language has not been easy for both teachers and learners. The English teachers face problems in teaching process and learners also face difficulties in learning process. So that, it is difficult to achieve the learning outcome that is communicative competence. Many factors affect the problems, some of them are students’ motivation and instructional activity process. As well as, the problems are found in learning activity process and the students’
achievement on language skill subjects in Parepare. The teachers find the difficulties in constructing the students’ competence and comprehension towards the content of learning materials. This causes the students also find difficulties in reaching the good learning experience.
Richards (2018) stated a classroom activity is something the teacher assigns the learners to do in order to achieve a specific learning outcome. Applying learning activities must involve collaboration. The students are highly motivated to enjoy and socialize
13 with their classmates if the classroom organized through collaboratively technique. The activities can work best with students are those in which they are working with others in pairs or groups, rather than remaining in their seats, listening to the teacher. The activities that involve collaboration require careful preparation to ensure that students have the words and expressions they need in order to carry out an activity (Richards, 2014). Basically, collaborative learning and cooperative learning mean the same thing and part of an approach that emphasizes maximum use of cooperative activities involving pairs and small groups students (Richards, 2018). Related to the present research, the instructional activity development in term of CBI tasks organized by using principles of cooperative learning or collaborative learning. CBI tasks are derived from definition of tasks are activities where the target language is used by the learner for a communicative purpose or goal in order to achieve an outcome (Willis, 1996). The tasks are illustrated in a sequence of learning activity that done by students. The emphasis is on understanding and conveying meanings in order to complete the task in a meaningful way successfully (Willis, 1996).
In related to this study of content-based instruction tasks, Amrullah (2018) asserts task-based learning approach recognized as a practical approach in instructional process that has variety of activities and leads the students to think independently and improve their achievement in the target language is being learned by the students. With this in mind, this present research is going to explore in depth appropriate design of CBI tasks to promote the students’
productive skills at secondary level in Parepare. The development of content-based instruction tasks enriched value to productive skills instruction and established learning environment in which improve the students’ engagement in teaching and learning activities. Through this CBI task model, the researcher believes that it is good to be implemented in secondary level in Indonesian context. This CBI task has the potential to maximize the students’ learning achievement in
14 English subject. Through this study, the researcher instills very high belief that CBI tasks has important implications for foreign language learners. Building the students’ learning experiences and facilitating the students’ meaningful language use are parts of pedagogical implication of CBI tasks across all levels of schooling of elementary, secondary, post-secondary and even higher education context.
B. Problem Statement
The problems appeared were identified through a questionnaire given to the secondary education teachers in Parepare.
This questionnaire was arranged by adopting the construction, administration and process of making it from a book written by Dornyei (2003). It was distributed to them to investigate the teachers’
experiences in teaching and learning process, their preliminary voices and perspectives toward CBI and even their problems during the teaching and learning activity. From the questionnaire, it indicates the students’ language skills particularly speaking and writing performance are mostly categorized as fair classification. There are 75% students having fair competence in speaking skill and 25% students have poor competence in writing skill. Then, there are 75% secondary teachers stated that they seldom integrate content and language in their English instructional activities. Similarly, mostly the teachers state that the students’ motivation is also categorized as unsatisfactory classification which proved by teachers’ opinion toward their students’ motivation approximately 87.5% in low motivation. The teachers were given questionnaire also state that the students’ learning styles have been not satisfied yet. It has not met the maximum learning result yet.
Besides, they also say that they are difficult to facilitate their students with meaningful and comprehensible input, process and output.
Therefore, the all teachers as respondent highly recommend to the researcher to design appropriate learning activities.
15 Additionally, the teachers give their responses about their teaching experiences. Their profession as teachers is approximately more than six years. They also express their experience and problems in instructional process. The reality describes that the English teachers (62.5%) find difficulties in designing language learning tasks that are linguistically, cognitively, and affectively engaging. They need innovative and creative steps in arranging teaching materials and activities. They just give the students materials taken from textbooks without integrating with valuable resources such as from web based materials, authentic materials. Similarly, their teaching method they mostly use cooperative learning and contextual teaching and learning.
Actually, they have applied a good teaching method nevertheless they did not design it very well into meaningful and interesting learning activities. Even, among them, they still apply very traditional teaching method such as explanation. Thus, the students’ activeness in classroom was still low.
Integrating the language skills is one of ways to achieve good proficiency in language learning. But, the result of questionnaire reports that they sometimes just focus on one language skill in their past teaching process. There are 87.5% teachers argue about the experience. Only 12.5% often integrate the four basic language skills in learning situation. One essential thing from the teacher teaching experiences should be crucial and urgent to be improved are they are not active to give feedback on the students’ language skills performance in classroom. It is proved by the teachers’ response 75%
are not regularly in maximazing the reactive approach.
The last session of the given questionnaire is asking the teachers’ preliminary perspectives on CBI. It reports that they have various voices. Majority of the English teachers (87.5%) stated that they think not really recognize CBI. Even, there are 12.5% teachers said that they never heard before about CBI. They have little insight about the terms of content-based instruction and never apply this method. It is proved by the questionnaire feedback that some of the
16 students choose neutral on fifteen statements put in the questionnaire.
There are 75% teachers agree about CBI is able to improve the skills of students’ communication. While, there are 62.5% believe that CBI is effective to change the students’ learning style. They agree if knowledge is displayed in writing and oral form. There are 50% agree with the statement that CBI is designed to give the students second language instruction in content and language and it is a significant approach in language education. Even, there are 25% teachers strongly agree with CBI develops the students’ awareness and on some statements. It indicates that the teachers need facilitation such deep knowledge about CBI. Although, there are also 25% teachers choose neutral if the evaluation process is based on language skills and other statements. In brief, they have limited knowledge about this method whether the nature of CBI, the principles of CBI and characteristics of CBI.
These students have faced with content and language learning as two main goals to achieve. That’s why, there have increasingly been efforts in integration of English language learning with content teaching and learning in public educational sectors particularly in Indonesian contexts. Therefore, they do require to be facilitated with an appropriate instructional model. They need to modify teaching materials into meaningful materials that meet the students’
needs. Regarding these issues, the teacher of secondary education is expected to develop the instructional model through CBI that can educate the students construct their minds or thoughts relating the course materials and contextualize the whole of classroom atmosphere. This method will be extended by the researcher based on some literature views in which describe about the principles, characteristics, and implementation. It was developed into an instructional model in secondary education classroom including the objectives of the course, instructional materials, instructional media, learning activities, teaching technique, instructional instrument, and assessment pattern.
17 Based on the data and evidences above, the research gap is identified in preliminary investigation and three models of CBI popularized by Brinton, Snow and Wesche (1989) namely theme- based language instruction, sheltered-based language instruction and adjunct-based language instruction that having some limitations only focusing on theme-based, applying in English L1 contexts and limiting on ESP classes. It needs to enrich these CBI models by extending instructional activity of CBI. In this research, the researcher attracts her willingness to fill the gap by developing CBI tasks as the instructional process. CBI tasks have not been explored in previous studies in detail. Based on these reasons, this current study explores the development of three models of CBI into four models namely
“Activity-Based Language Instruction”. This model covers theme- based tasks by using topics familiarity that lead activity-based learning including learning stages, learning activities and learning orientations.
Therefore, the researcher is interested in conducting a developmental research with the focus stresses on developing instructional activity model in term of theme-based tasks for promoting learners’ productive language skills in secondary education classroom in Parepare. The instructional activity development as a part of comprehensible input-based instructional method as suggested by Krashen (2013). The CBI tasks created by the researcher refers to controlled instructional activity in which students are able to practice successfully the language performance that supports Richards’s idea (2015). All that is required to be activities will be interesting, comprehensible and powerful to be implemented in achieving the goal of English language class is to bring the students to the point of subject matter comprehension and language skills improvement.
1. C. Research Question
Based on the background, the researcher formulated four research questions, namely:
18 1. What instructional components should be involved in theme-based tasks with topics familiarity for teaching and learning process of productive language skills at junior secondary education?
2. What model of theme-based tasks with topics familiarity is appropriate for promoting learners’ productive language skills at junior secondary education?
3. To what extent do theme-based tasks with topics familiarity promote the learners’ productive language skills at junior secondary education?
4. How do the teachers and learners perceive theme-based tasks with topics familiarity at junior secondary education?
D. Objective of the Research
Based on the background and research questions stated in previous term, the researcher formulated four objectives of this research, namely;
1. To investigate the instructional components that should be involved in theme-based tasks with topics familiarity for teaching and learning process of productive language skills at junior secondary education.
2. To investigate appropriate theme-based tasks model with topics familiarity for promoting learners’ productive language skills at secondary education.
3. To investigate the effect of theme-based tasks with topics familiarity in promoting the learners’ productive language skills at secondary education.
4. To know the teachers’ and learners’ perception toward theme- based tasks with topics familiarity at secondary.
E. Significance of the Research
The priority of this research is to know an instructional activity development through CBI approach in term of theme-based tasks for teaching and learning process of productive skills and its implications
19 on students’ productive language skills namely speaking and writing competence. In this case, it offers a novelty in term of a development of CBI teaching models including phases, activities and orientations of instruction. This developed model aims to promote the students’
speaking and writing performance. The instructional model in term of learning tasks is developed by covering the procedures and principles in applying CBI approach. It includes systematic activities conducted mainly by students. Besides, to implement the instructional model that developed through theme-based tasks at junior secondary education classroom in Parepare context. Besides, this study gives beneficial information concerning the characteristics of CBI that regarded as a contributive instructional model for junior secondary education contexts. In brief, the researcher expected this research can give successful information generally to teaching of English especially for the learning and teaching of process at junior secondary education level classroom. This instructional model development is expected as an influential and good teaching method.
Moreover, this research gives practical contribution for the students, such as; an instructional model development through CBI approach gives some beneficial implications on students’ integrated skills particularly speaking and writing ability. As well as, the teachers can apply the model development of theme-based tasks in their classroom contexts. In the practical significance, for the secondary education students, it can activate the students and more focus on collaborative learning or cooperative learning principles. Besides, they are active writers and active speakers in classroom and out of classroom. For the English teachers, it can be applied by teachers to develop their competence in creating active and comfortable learning atmosphere for the students. Moreover, it can improve the quality of teaching and learning process of secondary education classroom.
Consequently, it can be an innovation on the secondary education students.
20 For further researches, the findings of this research are expected to trigger lecturers and students’ needs to investigate more on instructional materials viewed from other sides of this undertaken study. For instance, what instructional material development is best integrated with content-based instruction. The result of this research is also expected to provide meaningful information and to give motivation for the next researchers in creating another research about other modifications of content-based instruction. The last, for curriculum designers, the result of this research is expected to be considered as a comparison and reference task or activity in English class for the development in teaching method whether in intermediate level, Secondary education, and may be in university level. So that, they can correlate better curriculum design of English language teaching.
F. Scope of the Research
The scope of this research are divided into three parts, namely by discipline, by content, and by activity. By discipline, this research is in the field of applied linguistics in terms language teaching particularly teaching of productive skills, speaking and writing. The teaching and learning process of integrated productive language skills was treated by implementing instructional activity model of theme-based tasks with learning topics familiarity.
By content, this study deals with instructional activity development in term of theme-based tasks for learning of productive skills subject with the main goals to promote the students’ cognitive skill and the students’ productive skills. The theme-based tasks was formulated by the researcher by considering and regarding to principal elements such as phases of learning, activity of learning and orientation of learning. The phase of learning consists of preparation activity, pre activity, whilst activity, autonomous practice activity, post activity, and systematic assessment activity. The phase of learning refers to several sub activities of learning and its orientation.
